Chapter 16 Transboundary Pollution

3/3/15

1. Watch this 60 minutes- Chernobyl video start at 16:20


2. Click on the link to watch this video about Three Mile Island accident.
3. Watch the video about the nuclear power plant problems in Japan.


Explain how Chernobyl has changed since the explosion.
What shocked you in the videos?
What confused you in the videos?
List 4 similarities from Chernobyl and Japan.
Do you think nuclear power plants are worth the risk? Why or Why not?

Essential Question:

How can one country's pollution become another country's problem?

Lesson Objectives:

• Students will predict what Chapter 16 will be about using Wordle.net.
• Students will define and explain the importance of the 4 geoterms.
• Students will compare nuclear accidents.
• Analyze images and maps to understand the causes and effects, locations, and impact of pollution.

Literacy Objectives:

• Students will read section 16.3.
• Students will find the main ideas in Geography Alive 16.3
• Students will compare and contrast the two videos
• Students will analyze political cartoons.

Massachusetts Frameworks:

• Explain the sources and effects of the massive pollution of air, water, and land in the former satellite nations of Eastern Europe, in the countries once part of the Soviet Union, and in Russia. (H, G)
• E.2 Use a map key to locate countries and major cities in Europe. (G)
• G6-8: 1.7 Create, save, open, and import a word processing document in different file formats
• G6-8: 1.18 Use Web browsing to access information
• G6-8: 1.24 Create a multimedia presentation using various media as appropriate
• G6-8: 3.1 Explain and demonstrate effective searching and browsing strategies when working on projects.
• G6-8: 3.2 Collect, organize, and analyze digital information from a variety of sources, with attribution.
• G6-8: 3.3 Use a variety of computing devices (e.g., probeware, handheld computers, digital cameras, scanners) to collect, analyze, and present information for curriculum assignments.
• G6-8: 3.7 Plan, design, and develop a multimedia product to present research findings and creative ideas effectively, citing sources.

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Preview:

1. Go to Wordle
2. Click on Create at the top of your screen.
3. Type as many words of phrases that come to mind when you hear, speak, or think of pollution.
4. Click on the GO button. Be patient, since many students around the globe use this site.
5. Do not be concerned with the color, but do spend a few moments exploring the fonts. Choose the one that suits you.
6. Click the Print button once. Raise your hand if your Wordle won't print.

We will visit your Pre-Wordle at the end of the unit and create a Post-Wordle.
OR

1. Look below at the Wordle I created.
2. Open up a new Word.doc
3. Write 3-5 complete sentences predicting what you believe Chapter 16 in Geography Alive will be about.
4. Be sure to include the evidence to support your prediction.
5. Copy and paste your response to the bottom of your Word.doc, also save to your U: drive.
6. Print one copy. I will cut the bottom half for your folder.

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Lesson 1:

We have been studying the natural disasters plaguing Japan; which in return have caused many problems at one of their nuclear power plants.
Coincidentally we just completed our lessons learning about the Chernobyl Radiation Accident. In recent history there have been quite a few scares at nuclear power plants. Follow the links below and answer the questions that follow in your notebook or in a Word.doc and save to your U: drive.
The following link will open up an I See/It Means word document. Please complete it while watching both videos, it will help you with your homework.
Feel free to watch the videos as many times as you need to complete the questions and graphic organizer. Notice the videos allow you to play, pause, rewind, and fast forward as needed.


Nuclear Reaction: Meltdown (Video)

• What is the potential danger from a nuclear reactor, according to this video resource?
• What is a meltdown?
• What were some problems with the design of the Chernobyl nuclear power plant?

Nuclear Reaction: Three Mile Island (Video)

• Where is Three Mile Island?
• Was this accident worse than the Chernobyl accident? What is your supporting evidence?
• Why were so many people evacuated?
• Why was the outcome so different from what happened at Chernobyl?
• What did the video camera footage prove to the scientists?

Homework
Click and complete the graphic organizer below comparing the 2 videos, Nuclear Reaction:Meltdown and Nuclear Reaction: Three Mile Island.
This is your Think-Write, tomorrow's Do Now will be a Pair-Share, based on tonight's homework. Do not disappoint me or your partner.

Lesson 2:

1. In your notebook set up an "I see, it means" interactive page.
2. Look at the cartoon below. List at least 7 things you see.
3. Once you completed the "I see" column, move onto the "it means" column.
4. Tell me what you think the meaning in behind the cartoon and why the cartoonist portrayed such

an important matter in such a light hearted way.




Weekend Homework: Choose 1
Find another example where a cartoonist was trying to portray an important issue in a light hearted manner. You may ask your
parents for help, search the internet, use magazines, and newspapers. Write a summary expressing what you believe the cartoonist was trying to teach his/her audience.
OR
Write a letter to the Simpson cartoonist, Matt Groening. Explain to him what the cartoon made you think about, what emotions you felt, and why you liked it. Perhaps even give him a few ideas of your own. This must be 5 or more sentences.

Lesson 3:

• Read the following link. Geography Alive 16.3
• Please use the highlighting tool on the left of your screen to highlight at least FIVE main ideas throughout the passage.
• When you have completed the passage click on the Main Ideas link on the left of your screen.
• Note that you have the ability to have the text read aloud to you. Please be mindful of your neighbors and put on your headphones.

If you are having trouble reading the computer screen you may also use your Geography Alive book, page 242-243. Please write the main ideas in your notebooks.

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May 7, 2014

Paperless Project:

We have now completed our chapter about Transboundary Pollution. We have read, written, discussed, and viewed several types of pollution. It is time for you to choose a project to teach me about all the things you have learned. Use the rubric below to guide you.
Mrs. Peaslee, our computer teacher, taught you how to navigate and create on the sites listed below.
Please choose one of the following online projects:

1. Use Google Maps or Scribble Maps Map Example to pinpoint and explain the causes and effects of each of the 3 pollutions we studied.
2. Use Glogster to explain the causes and effects of one of the pollutions we studied. Do not get hung up on only visuals, be sure to include text too. Here is an Example scroll down and right click to view full screen.

• To register for a Glogster account click here
• Use this code 734H6G

3. Use Animoto Slideshowto explain the causes and effects of one of the pollutions we studied. Do not forget to include text. An example is below

Pollution

4. Use Prezi to explain the causes and effects of one of the pollutions we studied.
5. Find some images and write out a script to read on Voicethread. I have a microphone available
for recordings.
Your project must include:

• Two of the four geoterms, pg 241
• At least 3 appropriate images or short video clips.
• Long and short term effects of your chosen pollution.
• Information about Nuclear Radiation, Acid Rain, Water Pollution, or another type of transboundary pollution you researched. Must include new details not learned from your textbook.

Due:
Presentations in front of classmates: May 15 & 16